Maths

Mathematics subject coordinator – Mrs Wheeler

Intent

The 2014 National Curriculum for Maths aims to ensure that all children:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
  • Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

At Moat Farm Infant School, these skills are embedded within Maths lessons and Maths meetings and developed consistently over time. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.

Implementation

The content and principles underpin the 2014 Mathematics curriculum and the Maths curriculum at Moat Farm Infant School.

At Moat Farm Infant School all children, including SEN and Disadvantaged learn the following concepts and themes through studying different mathematical concepts and themes throughout the school:-

Concepts
• Number and Place Value
• Calculations
• Shape space measure
• Statistics
• Problem solving

Themes
• Children are able to manipulate numbers through the development of their mental maths skills
• Children learn through concrete, visual and abstract teaching
• Children are able to develop fluency, reasoning and problem solving, articulating their mathematical understanding in age appropriate ways
• Children develop a mathematical understanding of the world around them, making connections in real life contexts

In Maths, fluency, problem solving, reasoning and relational understanding are at the heart of our learning progression. We use the Concrete Visual Abstract (CVA) approach and allow pupils to spend enough time to fully explore a topic, reinforcing it with practice, before moving onto the next. All new ideas are built on previous knowledge and pupils have ample opportunity to develop relationships between topics. We hope to provide a basis for pupils to develop their understanding of the world as they learn to reason mathematically and to develop an appreciation of the beauty and power of maths together with a sense of enjoyment and curiosity about the subject. As part of this, we want pupils to be able to accurately articulate their thoughts and opinions through the acquisition and use of technical and non-technical vocabulary.

By connecting our British Values through the teaching of Maths, we explore issues that affect us all in our lives and this helps inform decisions that will shape our future for example, individual liberty where for example in Year 1 they are learning how their choices impact on the environment. In Year 2, they are learning about making healthy lifestyle choices.

Mental Maths

In EYFS, basic counting and number recognition skills are developed using numbers from zero to 20.
In KS1 children develop their mental and concrete understanding of the relationship between numbers through a daily learning as part of the Maths Meeting. This covers numbers up to 100 and enables pupils to develop their confidence and mental fluency with whole numbers, counting and place value. They become increasingly confident to use more efficient methods of calculating using larger numbers. The learning of times tables forms part of this mental skills development, moving from the 2, 5 and 10 times tables in KS1.
Development of concrete, visual and abstract understanding from EYFS through to Year 2, new concepts are introduced using concrete, manipulative resources to establish a clear understanding. Learning then moves to a visual stage where understanding is developed through visualisation using number lines, bar modelling and annotated drawings for example. Finally the concept is shown in an abstract form that is age appropriate.
In EYFS, this includes solving simple maths problems using concrete resources to add and subtract small amounts and developing an understanding of the concepts of more and less and the ordering of numbers.
In KS1, children develop their fluency in the use of the four operations (=, -, x, ÷ ), and other mathematical concepts including simple fractions, shape and space, measure including time and money and the statistical representation of data. They then develop their reasoning skills about these concepts through solving simple one step problems and being able to articulate their reasoning, reading and spelling mathematical vocabulary correctly.

Real life contexts

Mathematical reasoning and problem solving are closely linked to real life contexts with connections being made to other areas of the curriculum as far as possible. Through our Enterprise weeks, children are given the opportunity to apply their mathematical learning as part of explaining the answer to a foundation subject, topic based question through independent and group work.

Impact

The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others. Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. These factors ensure that we are able to maintain high standards, with achievement at the end of KS1 well above the national average and a high proportion of children demonstrating greater depth, at the end of each phase.

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Mathematics Policy